doi: 10.14297/jpaap.v5i3.221

Students as E-Moderators – An Action Research Project

Anna Robb, Brenda Dunn

Abstract


The use of online tools by Higher Education Institutions (HEI) to develop collaborative working through virtual learning environments (VLE) is becoming common place. This action research project resulted from the belief that students should have more control over their learning and are more likely to participate in VLEs when working collaboratively with their peers. With a focus on a specific internal, module blog, four part-time, distance learning HE students volunteered to become co-moderators for a four-week period. A mixed methods approach to data gathering was taken. Established issues surrounding confidence and technical skill were identified as key inhibitor factors. However, this paper also highlights the emerging issue concerning the individual student’s own understanding of their responsibilities as a distance learner and the effect this has on motivation and participation in VLEs. The results are analysed against existing models of online learning and implications for future practice identified.


Keywords


e-learning; collaborative learning; online participation; moderation

References


Annetta, L. A., Klesath, M., & Folta, E. (2010). V-Learning: Distance Education in the 21st Century Through 3D Virutal Learning Environments. Dordrecht: Springer Netherlands.

doi: https://doi.org/10.1007/978-90-481-3627-8

Barber, M., Donnelly, K., & Rizvi, S. (2013). An Avalanche is Coming: Higher Education and the revolution ahead. London: IPPR.

Beckett, G., Almaro-Jimenez, C., & Beckett, K. (2010). Students’ use of asynchronous discussion for academic discourse socialization. Distance Education, 31(3), 315-335.

doi: https://doi.org/10.1080/01587919.2010.513956

Beetham, H., McGill, L., & Littlejohn, A. (2009). Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project). London: JISC.

Bell, J. (2010), Doing your research project: A guide for first-time researchers in health, education and social science. 5th edn. Maidenhead: Open University Press.

Borokhovski, E., Tamim, R., Bernard, R. B., Abrami, P. C., & Sokolovskaya, A. (2012). Are contextual and designed student-student interaction treatments equally effective in distance education? Distance Education, 33(3), 311-329.

doi: https://doi.org/10.1080/01587919.2012.723162

Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education. 7th edn. Abingdon: Routledge.

Conrad, R., & Donaldson, J. (2004). Engaging the Online Learner. San Francisco: Wiley.

Dennen, V. P. (2005). From message posting to learning dialogues: factors affecting participation in asynchronous discussion. Distance Education, 26(1), 127-148.

doi: https://doi.org/10.1080/01587910500081376

Elene2learn (2013a). Elene2learn project. Retrieved from http://www.elene2learn.eu/web/guest/project (Accessed: 10 October 2013).

Elene2learn (2013b). Case Study – Student Blog – Higher Education – UoD. Retrieved from http://www.elene2learn.eu/explore-case-studies/-/asset_publisher/2duE/content/case-study-student-blog-higher-education-uod (Accessed: 28 March 2014)

Gray, D. E. (2014). Doing Research in the Real World. London: Sage Publications.

JISC, (2004a). Effective use of Virtual Learning Environments (VLE). Retrieved from http://www.jiscinfonet.ac.uk/infokits/vle/ (Accessed: 6 January 2013).

JISC, (2004b). Effective practice with E-learning. Retrieved from http://www.jisc.ac.uk/media/documents/publications/effectivepracticeelearning.pdf (Accessed: 9 October 2013).

JISC, (2012). e-Learning. Retrieved from http://www.jisc.ac.uk/whatwedo/themes/elearning.aspx. (Accessed: 6 January 2013).

JISC, (2016). Virtual learning environments (VLE). Retrieved from https://www.jisc.ac.uk/guides/technology-and-tools-for-online-learning/virtual-learning-environments. (Accessed: 25 February 2017).

Krentler, K. A., & Willis-Flurry, L. A. (2005). Does Technology Enhance Actual Student Learning? The Case of online Discussion Boards. Journal of Education for Business, 80(6), 316 –321.

doi: https://doi.org/10.3200/JOEB.80.6.316-321

Lisewski, B., & Joyce, P. (2003). Examining the five-stage e-moderating model: designed and emergent practice in the learning technology profession. ALT-J, Research in Learning Technology, 11(1), 55-66. [Online]. Retrieved from DOI: 10.1080/09687760301106 (Accessed: 28 March 2014).

Mac Naughton, G., & Hughes, P. (2009). Doing action research in early childhood studies. Maidenhead: Open University Press.

Mallinen, S. (2001). Teacher Effectiveness and Online Learning. In J. Stephenson, Teaching and Learning Online: Pedagogies for New Technologies, (pp. 139-149). London: Kogan Page Ltd.

Mapuva, J. (2009). Confronting challenges to e-learning in Higher Education Institutions. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 5(3), 101-114.

Matheson, R., Wilkinson, S. C., & Gilhooly, E. (2012). Promoting critical thinking and collaborative working through assessment: combining patchwork text and online discussion boards. Innovations in Education and Teaching International, 49(3), 257-267.

doi: https://doi.org/10.1080/14703297.2012.703023

McLoughlin, C. (2001). Inclusivity and alignment: Principles of pedagogy, task and assessment design for effective cross-cultural online learning. Distance Education, 22(1), 7-29.

doi: https://doi.org/10.1080/0158791010220102

McLoughlin, C. (2002). Learner Support in Distance and Networked Learning Environments: Ten Dimensions for Successful Design. Distance Education, 23(2), 149-162.

doi: https://doi.org/10.1080/0158791022000009178

Moule, P. (2007). Challenging the five-stage model for e-learning: a new approach. ALT-J, Research in Learning Technology, 15(1), 37-50.

doi: https://doi.org/10.1080/09687760601129588

Nandi, D., Hamilton, M., & Harlan, J. (2012), Evaluating the quality of interaction in asynchronous discussion forums in fully online courses. Distance Education, 33(1), 5-30.

doi: https://doi.org/10.1080/01587919.2012.667957

O’Neill, G., & McMahon, T. (2005). Student-centred learning: What does it mean for students and lecturers? In G. O’Neill, S. Moore, & B. McMullin (Eds.), Emerging Issues in the Practice of University Learning and Teaching (pp. 28-35). Dublin: AISHE.

Rheingold, H. (2012), Net Smart: How to Thrive Online. London: MIT Press.

Roberts, L. D., & Rajah-Kanagasabai, C. J. (2013). “I’d be so much more comfortable posting anonymously”: Identified versus anonymous participation in student discussion boards. Australasian Journal of Educational Technology (AJET), 29(5).

doi: https://doi.org/10.14742/ajet.452

Robinson, J. (2011). Assessing the value of using an online discussion board for engaging students. Journal of Hospitality, Leisure, Sport & Tourism Education, 10(1), 13 – 22.

doi: https://doi.org/10.3794/johlste.101.257

Sangra, A. Vlachopolous, D., & Cabrera, N. (2012). Building an Inclusive Definition of E-Learning: An Approach to the Conceptual Framework. International Review of Research in Open and Distance Learning, 13(2).

doi: https://doi.org/10.19173/irrodl.v13i2.1161

Salmon, G. (2002). E-tivities: the key to active online learning. London: Kogan Page.

Salmon, G. (2004). E-moderating. 2nd edn. Abingdon: Routledge Falmer.

Sarantakos, S. (2005). Social Research. 3rd edn. Basingstoke: Palgrave Macmillan.

Segrave, S., & Holt, D. (2003). Contemporary Learning Environments: Designing e-Learning for Education in the Professions. Distance Education, 24(1), 7-24.

doi: https://doi.org/10.1080/01587910303044

Tracy, S. (2013). Qualitative Research Methods: Collecting Evidence, Crafting Analysis, Communicating Impact. Oxford: Blackwell Publishing Ltd.

Vlachopoulos, P., & Cowan, J. (2010), Reconceptualising moderation in asynchronous online discussions using grounded theory. Distance Education, 31(1), 23-36.

doi: https://doi.org/10.1080/01587911003724611

Winter, J., Cotton, D., Gavin, J., & Yorke, J. (2010). Effective e-learning? Multi-tasking, distractions and boundary management by graduate students in an online environment. ALT-J, Research in Learning Technology, 18(1), 71-83.

doi: https://doi.org/10.1080/09687761003657598


Full Text: PDF HTML
Article Views: 51

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

ISSN: 2051-9788